Exam (elaborations)

Test Bank for Child Development: Context, Culture, and Cascades, 1st Edition by Catherine S. Tamis-LeMonda | Complete Chapters

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Child development

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Child Development

Test Bank for Child Development: Context, Culture, and Cascades, 1st Edition by Catherine S. Tamis-LeMonda | Complete Chapters are included with answers Chapter 1: Goals, Theories, and Methods Chapter 2: Heredity, Environment, and the Brain Chapter 3: Prenatal and Postnatal Health and Phys...

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Uploaded on September 13, 2024
Number of pages 248
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Complete Chapters Included ✅

Test Bank to accompany A + Grade ✅
Child Development: Context, Culture, and Cascades
Chapter 1: Goals, theories, and Methods

Multiple Choice Questions

1. A scientist interested in examining age-related differences in children’s use of
mathematical strategies is an example of which developmental approach?
a. Basic developmental science.
b. Explanatory developmental science.
c. Applied developmental science.
d. Descriptive developmental science.
e. Cognitive developmental science.
Answer: a
Subhead: Quantitative vs. Qualitative Change: Coral Reef Fish or Frogs?
Learning Objective: 1.1 Distinguish between quantitative and qualitative changes in
development.
Bloom’s Level: 2. Understanding

2. Gradual changes in an infant’s ability to move is an example of _______ change.
a. progression
b. sequential
c. qualitative
d. quantitative
e. responsive
Answer: d
Subhead: Quantitative vs. Qualitative Change: Coral Reef Fish or Frogs?
Learning Objective: 1.1 Distinguish between quantitative and qualitative changes in
development.
Bloom’s Level: 2. Understanding

3. The transition from babbling to using words can be considered an example of _______
change.
a. linguistic
b. motivational
c. qualitative
d. sequential
e. quantitative
Answer: c
Subhead: Quantitative vs. Qualitative Change: Coral Reef Fish or Frogs?
Learning Objective: 1.1 Distinguish between quantitative and qualitative changes in
development.
Bloom’s Level: 2. Understanding

,4. The spread or variability among children in various aspects of development are called
a. emergent skills.
b. individual differences.
c. developmental onset.
d. rates of change.
e. quantitative change.
Answer: b
Subhead: Differences among Children in Development
Learning Objective: 1.2 List three ways that children differ in their course of
development.
Bloom’s Level: 2. Understanding

5. A child in a remote village in Brazil may not understand basic math concepts because
the language does not have words for numbers. This reflects a cultural influence on
a. age of onset of a skill.
b. a child’s intelligence.
c. qualitative change.
d. the form a skill takes.
e. stability of math concepts.
Answer: d
Subhead: Differences among Children in Development
Learning Objective: 1.2 List three ways that children differ in their course of
development.
Bloom’s Level: 3. Applying

6. Rutter (1981) conducted a study on children from an orphanage: When infants received
adequate care in adoptive homes, they became more affectionate, more cheerful. This is
an example of
a. plasticity—infants can adapt and even change in response to improved environments or
experiences.
b. stability—infants maintain consistent levels of temperament.
c. instability—difficult environments early on lead to instability during adult life.
d. continuity of behavior across changing environments.
e. stable adaptiveness—changing environments is normal and can be positive or negative.
Answer: a
Subhead: Developmental Stability
Learning Objective: 1.3 Explain and contrast developmental stability and developmental
plasticity.
Bloom’s Level: 3. Applying

7. The nature-nurture seesaw is best summarized by which of the following?
a. Primary focus should be given to genetic/heredity elements.
b. Degree to which genes and/or the environment influences individuals must be
considered.
c. Origins of personality or temperament are influenced by environment.
d. The relative influence from parents in personality development must be considered .

,e. The genes expressed by adopted children in their new home is significant.
Answer: b
Subhead: Genes and Environment: The Nature–Nurture Seesaw
Learning Objective: 1.4 Understand the main arguments that characterize the nature-
nurture debate in developmental psychology.
Bloom’s Level: 2. Understanding

8. A child has difficulty processing information early on, leading to challenges in making
friends and later experiences of being bullied. What are these related effects called?
a. Non-normative developmental factors
b. Normative effects of development
c. Domains of development
d. Delayed development
e. Developmental cascades
Answer: e
Subhead: Developmental Cascades
Learning Objective: 1.5 Define a developmental cascade and discuss how cascading
influences can be seen across domains and across developmental time.
Bloom’s Level: 4. Analyzing

9. A child is overtly scolded by nonresponsive parents often. In adolescence, the child
begins to form relationships with peers who demonstrate antisocial, even violent
behaviors. This example demonstrates
a. cascades over time.
b. the cascade effect.
c. cascades within time.
d. developmental cascades of adolescence.
e. antisocial cascades.
Answer: a
Subhead: Developmental Cascades
Learning Objective: 1.5 Define a developmental cascade and discuss how cascading
influences can be seen across domains and across developmental time.
Bloom’s Level: 3. Applying

10. Early philosopher John Locke viewed children as a tabula rasa, meaning they were
a. small adults.
b. inherently damned.
c. a blank slate.
d. inherently good.
e. benevolent.
Answer: c
Subhead: Raising Children
Learning Objective: 1.6 Compare how early philosopher’s advice to parents about raising
children differs from current advice to parents.
Bloom’s Level: 2. Understanding

, 11. Why did early French philosopher Jean-Jacques Rousseau believe formal education
should begin at age 12?
a. Rousseau believed children were blank slates and needed time to grow.
b. Rousseau believed children should be free to explore the world unrestricted.
c. Rousseau worried about disease in schools and thought younger children should be
protected from these threats.
d. Rousseau believed formal education would not stick during childhood.
e. Rousseau believed by age 12 children could evaluate the merits of their elders.
Answer: b
Subhead: Raising Children
Learning Objective: 1.6 Compare how early philosopher’s advice to parents about raising
children differs from current advice to parents.
Bloom’s Level: 2. Understanding

12. Policies and programs are developed to improve and enhance the lives of families and
children. Which national program has been implemented to benefit children’s learning?
a. A social-media program that encourages acculturation at a young age
b. A daycare program that focuses on a Rousseau learning curriculum
c. An after-school program that has not changed learning objectives since the 1970s
d. A school performance program that begins during middle school
e. A library reading program that encourages children to explore many books
Answer: e
Subhead: Programs and Policies
Learning Objective: 1.7 List ways that developmental science has affected programs and
policies for young children.
Bloom’s Level: 4. Analyzing

13. Theory is best defined as
a. interconnected statements, ideas or principles that explain observable events.
b. guesses or hunches about observed behaviors in nature.
c. a group of hypotheses used to create a set of new ideas.
d. research questions that are tested using case studies.
e. working ideas that are developed during data collection phases.
Answer: a
Subhead: Evolutionary Theory
Learning Objective: 1.8 Explain how environmental experiences can shape biologically
rooted behaviors in adaptive ways.
Bloom’s Level: 2. Understanding

14. A developmental scientist hypothesizes that children learn language at such young
ages because the brain guides learning through “regions” innately dedicated to language.
Which idea best characterizes this type of theory?
a. Bottom-up explanation of development
b. Direct theory of learning
c. Top-down explanation of development
d. Active agent explanation of development

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